Differences in Competence and Beliefs About Autism Among Teacher Education Students

Abstract

Students with autism often are placed in general education classrooms, indicating general education teachers should be prepared to meet these students' needs. This survey study of teacher education students examined differences in educational training, beliefs about autism, and competence working with students with autism, according to college level and major area of study. Results showed that teacher education students held accurate beliefs about most aspects of autism, but they demonstrated misconceptions about special, gifted abilities. Secondary teacher education students were less likely to demonstrate accurate beliefs about the social emotional features of autism over the course of their training. General education teachers reported a lack of competence working with students with autism and believed additional training was needed. Findings suggested ongoing preservice training is needed to foster accurate beliefs about autism and competence working with students with autism.